Coming Full Circle
The Synthesis of my Learning
by Dina C. Matasovsky
Photo courtesy of Bykst at www.Pixabay.com CC0 license.
I have always wanted to be a Spartan. This is not to say I grew up worshipping Michigan State sports or came from a legacy of MSU graduates; quite the opposite, in fact. I would be the first in my family to graduate from college and my parents rarely watched any sports on television. Spartan is defined as, “Rigorously self-disciplined or self-restrained” according to The American Heritage® Dictionary of the English Language, Fourth Edition (2003). I realized quickly that this was a life skill that I had to possess if I was going to succeed, not only as a student, but as a functioning member of society. My undergraduate years at MSU were
filled with making choices, making friends and switching from an advertising major to education. If I was to succeed, I had to be Spartan. Going from a high school of 200 students to a school of almost 50,000 proved to be a challenge academically that first quarter, even though I had been a high school honor student. I was going to have to discipline myself because no one else was going to do it for me. It was this Spartan spirit that led me to realize in order to fulfill my personal goals, I would eventually have to leave MSU. The one opportunity they could not provide was the parochial teaching degree. In order to meet that requirement and teach in a Lutheran school upon graduation, I had to graduate from a Lutheran college. The years spent at Concordia University St. Paul, Minnesota, made me feel more like a Spartan than ever.
Spartan can also be defined as, "Courageous in the face of pain, danger, or adversity” (2003). I received a superb education from professors such as Dr. Barbara Schoenbeck, who led many of my early childhood courses. However, transferring into a small college as a junior was challenging. I was behind on many required religion credits. At each turn, someone was telling me there was no way I would graduate on time. What they did not know is that MSU had prepared me for adversity. I was a Spartan! I spoke to professors who let me complete some classes through independent study, took evening classes while doing student teaching and somewhere in there, even managed to meet a certain tall, handsome man whom I would marry after graduation…on time, with the rest of my class.
Fast forward my early teaching years and two children later, as I contemplated graduate schools and programs, my first thought was of Michigan State. It is where I truly became a learner. I ascertained many tough life lessons there and it was where I developed my passion for early childhood education. My greatest successes and failures were tied up and stored in Beaumont Tower, figuratively of course. Facing the knowledge that I needed to continue my education for my teacher certification for the state of Michigan, I decided I wanted to come full circle in my learning. The timing was perfect! Our school was undergoing a technology initiative and installing projectors and interactive boards into our classrooms. As I read about MSU’s Master of Arts in Educational Technology program (MAET) I was inspired and felt this was a perfect program to pursue.
Online learning created a whole new opportunity for me. I was able to achieve my MAET degree because of the online program. I did not want to sacrifice what family time I had to attend a traditional class. Yet, I know that one has to be Spartan to do well. Setting aside the time to complete the readings, check discussion boards, complete assignments and work with group members requires a great deal of self-discipline. I was determined that I would not only do well, but that I would use these courses to glean as much information as possible to train my co-workers in the technology tools we were being shown. The benefits online learning had to offer far outweighed the lack of face to face time that I missed from my peers.
Carolyn McCarthy opened my eyes to the potential the MAET program held in store for me as she taught CEP 810: Teaching for Understanding Using Computers. While I thought I would sail through this class, having used Word and PowerPoint for years, Carolyn used these programs to highlight the potential they held for us in our classrooms. Simple solutions such as inserting hyperlinks to assist students in locating a website were able to be put into practice immediately. I realized that my students may be young, but they were more than capable of using technology effectively, provided I demonstrated it effectively. Technology was something I had been using for myself, but had not thought of applying it towards my classroom until
Carolyn demonstrated this in a precise manner. All of the gears in my mind clicked into place and I understood what the future could look like if I committed myself to the MAET program. I took my learning from this class and could not wait to share it with my co-workers. I felt like my teaching was being revitalized. It was with a Spartan zeal, I found myself using every spare moment to search the 810 discussion boards and make the m collaborative projects as a way of connecting with my peers, even though we may be from opposite ends of the globe. Carolyn exposed me to new tools such as VoiceThread. This application was used for our group project and allowed me to see how my Kindergarten students could use technology as a way of enhancing their learning. CEP 810 also allowed me to dive into research projects which I had not done since my undergraduate years. By analyzing an innovative
technology tool, I was able to bring together research on interactive white boards. This project was of keen interest to me as our school was considering a school wide implementation plan for the upcoming school year. My analysis paper proved very helpful in leading our technology committee through the decision making process and I was able to provide a great deal of knowledge as a result of the work of this project. Due to the high quality feedback received through Skype calls, emails and rubrics during this course, my confidence grew; this allowed me to excel as an educator and a technology leader.
Understanding the role technology could play in my classroom, I was thrilled to be accepted into the MAET program in 2013. Early on in the program I took CEP 815: Technology and Leadership which would enlighten me on missional thinking. Applying the T-Pack framework to lessons, in which teachers use the technological, pedagogical and subject areas to create a more effective learning environment for the learner, validated my own thoughts where I had been previously struggling. With Josh Rosenburg and Luke Rapa I was challenged to take a more deliberate voice in my writing and explore the many qualities of leaders. The qualities of leadership and the many levels that make up such a person were of particular interest of me as I was taking on a larger role in our school’s technology decisions. Being a leader meant being a Spartan. Once again, I was going to have to rely on my self-discipline and self-restraint. Leaders lead by example and as teachers we know that we are being watched constantly, whether it is by our students or their parents. There are many times we are faced with having to restrain ourselves and make good choices for the good of all. CEP 815 also highlighted the fact that while I was still a long way from completing my degree, one characteristic of a level 5 leader is one who names their successor. As a result of my learning, I began to develop more peer mentoring projects among our staff and identifying staff members who could assist with leading my summer workshops. This is not to say I wanted to rid myself of these responsibilities, but instead find other members
of our staff who could step into my position if I was unable to do so. Many times,
I am unable to leave my classroom to solve a problem with an iPad or interactive
board. Having other staff members who have gained confidence in their
technological abilities and can assist others has led to greater comradery among
our staff and reduced everyone’s stress level. By bringing to light a more
missional style of thinking, our staff has approached technology tools with a new
attitude; one of excitement and a willingness to work as partners to benefit our
students, rather than be dragged along. I continue to keep these leadership
principals forefront of my thinking as I consider each idea that is presented to me
or that I am asked to look into. The lessons learned in CEP 815 have served me well.
One reoccurring theme kept coming back to me throughout this course: motivation! “Believing in oneself is more closely linked to achievement than any other motivation throughout school,” (Guthrie, 2011). I have often seen students struggling to read and as they begin to doubt in themselves their desire to read lessens. The pattern is set in motion and, without intervention, continues as they fall farther behind. This was evident as I began work on our Literacy Case Study. This major project is a state requirement for teacher certification and requires one to select a student who is struggling in an area of literacy, administer proper assessments, develop lesson plans to address their individual need and implement strategies to assist the student in their learning. I chose a high school student in need of assistance with comprehension strategies.
As I grew in my leadership skills, my teaching abilities were being stretched in new directions as well. TE 846: Accommodating Differences in Literacy Learners would force me to reexamine my teaching methods and rebuild my schedule for my classroom. As I read through, Best Practices in Literacy Instruction (2012), there were so many literacy strategies to assist with intervention. Lynne Watanabe led us through many different reading assessments and I was able to put these to use immediately in my own classroom. I also reorganized my class schedule to allow for smaller group reading time and choral reading based on my studies from this class. The changes were very positive and the students excelled in their achievement test scores.
While my student had struggled with comprehension, it was the lack of motivation and lack of intervention strategies that found this student on the verge of failing English. Having the opportunity to work with an older student was a new challenge and presented the opportunity for me combine my learning from 846 with some of the technology tools I had learned throughout the MAET program to appeal to motivate his writing. This became an opportunity to share my Spartan experience with another learner! To achieve his ultimate goals of improving his overall GPA and applying to colleges in the fall, it would require dedication to hard work beyond one semester. My case project may have ended but I was able to continue working with my student and assist him in his goals as he had hoped. Without this class, I believe I would still be spouting many strategies, but not giving my student the tools he need to implement those strategies at the proper time. Knowing how and when to use the strategies makes all the difference!
Having experienced success with my case study student in TE 846, I was driven to find more ways in which I could support students who learned differently. I found CEP 850: Technology and Literacy for Students with Mild Disabilities to be extremely helpful in understanding the laws that protect students. My hope was to gain a better understanding of my student’s disabilities and which technology tools were best suited to help them achieve success.
I came away with a wealth of resources and a better understanding of the misconceptions our society lays on assistive technology. What I could not foresee was that my learning in this class would be implemented in my personal life. My father was diagnosed with neuropathy and spinal stenosis, making him unable to drive in a traditional manner. My understanding of assistive devices allowed me to speak with authority regarding hand controls and quality of life as I discussed options with my parents. I had gained a much better understanding of the laws and the services that are available. Up until this point in my career, I have had countless parents thank me for working with their child which always is a wonderful feeling. It is a very humbling experience to be thanked by
your own parents. My father passed his driver’s test and called me to say, “Thanks again for telling me about this.
I didn’t want to spend my whole life stuck in a chair, this changed it.”
As a teacher, I have an opportunity to change lives every day. Our final class, CEP 807 Capstone in Educational Technology has given me the opportunity to reflect back on my learning. I have not only acquired many academic and technical skills, but I have applied that knowledge beyond what I thought possible. Through the essays and analyzing of my graduate work, I realize I want to change lives. I intend on continuing my role as a classroom teacher, but also taking a stronger voice as an advocate for assistive technology in the classroom. I will pursue opportunities to speak with other teachers outside my workplace on this subject as well. I believe parochial schools are lacking in information regarding students with mild disabilities and are searching for such information. While I am not a special education expert, I would like to share my knowledge and resources that I have gathered with others. The MAET program has given me the skill set to accomplish this. When I am handed my Master’s degree, I will have come full circle in my learning and I will forever be a Spartan.
Works Cited:
Guthrie, J. (2011). Best Practices in Literacy Instruction. L. M Morrow & L. B. Gambrell
(Ed.) New York, NY : The Guildford Press.
Spartan. (n.d.) The American Heritage® Dictionary of the English Language, Fourth Edition.
(2003). Retrieved October 31 2014 from http://www.thefreedictionary.com/Spartan
Photos:
All photographs were taken by D. Matasovsky. Student & adult images were used with permission.
Photograph of D. Matasovsky with Spartan Statue was taken by J. Matasovsky.